Perspectives of Black Women with Emotional Behavior Disabilities Regarding Special Education Experiences

This phenomenological study explores the unique experiences of Black girls diagnosed with Emotional and Behavioral Disabilities (EBD) within special education systems. Often overlooked in the referral process, girls typically internalize their feelings, which contrasts with boys who externalize behaviors. Consequently, when girls are identified as having EBD, they are perceived as exhibiting worse behaviors than their male counterparts, challenging traditional gender stereotypes. This research aims to address the significant gap in the literature regarding Black girls' educational experiences and the intersections of race, gender, and disability. Using a qualitative, descriptive approach, narrative interviews were conducted with former Black female students previously labeled EBD and involved in Individual Education Programs. Participants shared their recollections of the referral process and their relationships with teachers and peers. Findings reveal how systemic biases shape their educational trajectories and underscore the urgent need for culturally responsive interventions tailored to their unique needs. This study advocates for educational reforms that prioritize the voices of Black girls with EBD, promoting equitable learning environments. Implications for future research are discussed, emphasizing the need to further understand the multifaceted identities impacting educational outcomes for marginalized students.

Author dc:creator

• Amaris Sangster (23291512)

• Education
• Special

Statement dc:rights

• In Copyright

DOI dc:identifier

https://doi.org/10.25417/uic.31451284.v1

OAI identifier oai:identifier

oai:figshare.com:article/31451284